Selecting Instructional Materials for Content Area Reading.

Abstract

concepts relating to geology, vegetation, climate, population, and agriculture, each concept being described by new technical vocabulary. This evidence supports conclusion drawn from readability formulas that this book is going to be heavy going for most students in grade eight social studies. Background Information Since background information contributes directly to concept development, students' background information is closely related to concept load in determining reading difficulty of instructional materials. The teacher's first task is to determine author's assumptions about students' background information and their previous learning experiences. Are these assumptions consistent with background that students can be expected to bring to new learning tasks? If these assumptions are not consistent, students will lack a context for new learning and comprehension difficulties will result. Searching for authors' assumptions about students' background information pertaining to content of Man in Tropics proves to be a futile exercise. Aside from a passing reference in preface to the range of ability of students who will use this book, authors make no direct reference to students for whom their text is intended. One can only infer from heavy concept load imposed by content of their text that authors assume considerable background information on part of reader. The extent to which students will in fact possess this information can best be determined by teacher. The importance of teacher's role in deciding appropriateness of instructional materials is highlighted here. In case of Man in Tropics, eighth grade social studies teacher who is familiar with social studies curriculum will be in best position to determine what background information she can legitimately expect students to bring to this text based on their previous school experience. Organization Assuming that instructional materials present concepts consistent with students' backgrounds, one must also consider whether these concepts are organized to guide learning. The teacher should check whether internal organization of instructional materials provides a smooth continuity of ideas. Are concepts developed sequentially? Does one idea lead logically to next? The provision of valid content alone does not ensure that this content will be organized in a clear and logical manner which is apparent to reader. Turning to Man in Tropics, one finds a poorly organized text. While rich in content area information, organization of this information fails to guide development of students' geographical concepts. Rather than organizing their text around geographical concepts and developing these sequentially in order of their complexity and difficulty, authors have chosen to organize their text around different geographical regions studied. The result is that 128 Journal of Reading November 1977 This content downloaded from 157.55.39.215 on Tue, 30 Aug 2016 05:36:14 UTC All use subject to http://about.jstor.org/terms stage of conceptual development and amount of background information assumed to be possessed by students reading first chapter are essentially same as what are assumed in final chapter; no development in learning through reading is provided for. Format and Style The format and style of instructional materials are also key considerations in determining reading difficulty. Obviously, students will read attractively laid out, colorful, and well illustrated instructional material in a more purposive manner and with greater success than they will textbookish material which promises little more than boredom. Equally important is author's style. Is material written in a ponderous, overly academic style, or does author project an empathy for reading and learning tasks confronting students by writing in a manner which engages their attention and guides their thinking? No dilution of content or conceptual rigor need result from instructional materials written in approachable and appealing styles. further consideration is provision of special features to aid learning. Graphic aids, illustrations, maps, glossaries, and appendices all assist student learning when they are well integrated with text of material. The specific nature of these aids will vary widely from one content area to another. In assessing effectiveness of these aids, teacher should check that they are located where they are needed within material, and not relegated to back of book or placed several pages away from their optimally useful location in text. The format and style of Man in Tropics are adequate but not outstanding. There are ample illustrations, and text is written directly to student, thereby giving student a sense of active involvement in material. Special features abound in text, but a careful examination of them reveals flaws in their placement and content. For example, first paragraph of first chapter refers student to a figure which does not appear until three pages later, and further on in text student is directed to compare facial features of two racial groups in a series of photographs, only to find just one of groups represented! The five criteria for materials selection outlined here are suggestive, not prescriptive. Additional or different criteria may be indicated in specific learning situations and in particular content areas. However, application of these five criteria will give a general framework for selecting instructional materials which support student learning of content through reading. Should grade eight social studies teacher adopt Man in Tropics? Ultimately, decision must be based on knowledge of students. But evidence revealed by analysis illustrated here strongly suggests that this text will make difficult reading for most eighth graders. Readability, concept load, assumed background information, organization, and certain aspects of format all contribute to a difficult text. Significantly, no one category of information is sufficient to classify accurately this text. But taken HARKER: Selecting Instructional Materials 129 This content downloaded from 157.55.39.215 on Tue, 30 Aug 2016 05:36:14 UTC All use subject to http://about.jstor.org/terms together, information from various categories presents a composite picture of a piece of instructional material which may be all too typical in its inadequate recognition of learning needs of students for whom it is intended. References Carswell, Gordon E., Robert Morrow and R.C. Honey- bone. Man in Tropics. Toronto, Ont.: Bellhaven House, 1968. Fry, Edward. A Readability Formula That Saves Time. Journal of Reading, vol. II, no. 7 (April 1968), pp. 513- 16. Klare, George R. The Measurement of Readability. Ames, Iowa: Iowa State University Press, 1963. McLaughlin, Harry G. SMOG GradingA New Read- ability Formula. Journal of Reading, vol. 12, no. 8 (May 1969), pp. 639-46. Piaget, Jean. Science of Education and Psychology of Child. New York, N.Y.: Viking Press, 1971. Awards to Research Scholars from Outside North America The IRA Board of Directors has assigned income from Elva Knight Research Fund for awards to scholars from outside North America to attend conferences, institutes, and seminars sponsored by IRA. Screening and selection of applicants is responsibility of Studies and Research Committee. The committee offers following information and guidelines for applicants: 1. Several awards, totaling no more than $3,000 per year, will be made annually. 2. The awards will be limited to attendance at annual convention and/or preconvention institutes, World Congress, and research in- stitutes/seminars sponsored by IRA. The committee will attempt to dis- tribute awards across several types of meetings each year. 3. Preference will be given to applicants with a clearly specified research interest and demonstrated research productivity. 4. While competition for awards is not limited to IRA members, members of IRA-affiliated groups will be given special consideration. 5. Application should be made for a specific convention, congress, or seminar/institute. The deadline for applications is five months prior to announced date of a given meeting. 6. The committee requests that all applicants complete a standard ap- plication form to facilitate screening. Application forms are available from Karlyn Kamm, University of Wisconsin, 1025 West Johnson Street, Mad- ison, Wisconsin 53706, U.S.A. Placement Newsletter Continues The IRA's Placement Newsletter appears four times a year: August, December, March and June. One-year subscriptions begin immediately upon receipt of U.S. $5.00 service fee. Subscribers must be individual members of IRA. Send request and one year's fee to: Placement News- letter, International Reading Association, 800 Barksdale Road, Newark, Delaware 19711, U.S.A. 130 Journal of Reading November 1977 This content downloaded from 157.55.39.215 on Tue, 30 Aug 2016 05:36:14 UTC All use subject to http://about.jstor.org/terms